Factors Influencing the Effectiveness of Interventions: An Interaction of Instructional Set Size and Dose

Abstract

The current study examined digits correct per minute (DCPM) growth using explicit timing procedures across varying instructional set sizes (ISSs) and dose. Specifically, the study used a randomized group design to compare DCPM growth within three different ISSs (9, 18, and 36 multiplication facts) across three different levels of dose (2-, 4-, and 8-min sessions) over 24 intervention sessions. Data were analyzed using a multilevel piecewise model to determine whether there was a superior dose for each ISS to maximize DCPM growth and level changes. Significant findings showed an interaction effect of ISS and dose on growth slopes and final performance. As would be expected, the steepness of growth was dependent on ISS, with scores ranging from 1.30 DCPM (ISS 36, 2-min dose) to 4.68 DCPM/session (ISS 9, 8-min dose). Overall, an 8-min dose was superior, but this condition’s relation to the other two doses appeared to interact with set size. Though researchers have identified evidence-based interventions (EBIs), few have evaluated how logistical factors such as ISS and dose interact with EBIs to affect learning. The current study provides preliminary recommendations for how to pair ISS and dose to guide intervention plans.

Keywords:

• math
• intervention
• explicit timing
• dose
• instructional set size

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

M. Patricia Hernandez-Nuhfer

M. Patricia Hernandez-Nuhfer, PhD, BCBA-D, specializes in assessment of autism spectrum disorder (ASD) and the treatment of behavioral difficulties displayed by children with ASD and other developmental disorders. She received her doctorate at Oklahoma State University.

Brian C. Poncy

Brian C. Poncy, PhD, is an associate professor of school psychology at Oklahoma State University. His research interests include academic interventions, behavioral learning theory, and single-case design methodologies. He received his doctorate at the University of Tennessee–Knoxville.

Gary Duhon

Gary J. Duhon, PhD, is a professor of school psychology at Oklahoma State University. His research interests are in the areas of treatment integrity, academic interventions, and behavioral learning theory. He received his doctorate at Louisiana State University.

Benjamin G. Solomon

Benjamin G. Solomon, PhD, is an assistant professor of school psychology at University at Albany–SUNY. His research interests include evidence-based behavioral prevention, teacher consultation, statistics, and the measurement of effective teaching behaviors. He received his doctorate at the University of Massachusetts Amherst.

Christopher H. Skinner

Christopher H. Skinner, PhD, is a professor at the University of Tennessee–Knoxville. His research interests include learning rate, academic interventions, single-case design, and behavioral learning theory. He received his doctorate at Lehigh University.